Reading List Choice:Virtual Journal
I'd like to use a Google document as my digital tool to facilitate my YAL reading experience.
Comment:Hey, Kaitlin, Thanks for the link. As you know, you should have at least half of your entries completed by the mid-term. Know that we're approaching the mid-term! Best, Dr. Y
I've been handwriting them as I read and will be typing them up by the end of the week. Thanks for the reminder!
Books I'm including in my YAL list:
The Wave - Todd Strasser "Problem Novel" Completed
The Outsiders- S.E. Hinton "Other World Novel" Completed
American Born Chinese - Gene Luen Yang "Diverse Culture" Completed
A Thousand Never Evers - Shana Burg "African-American and/or Latinx" Completed
I'll Give You The Sun - Jandy Nelson "LGBTQ and/or Non-Binary Gender" Completed
Stargirl - Jerry Spinelli "Romance" Completed
The Hate You Give - Angie Thomas "Hero" Completed
World Without Fish - Mark Kurlansky "Nonfiction" Completed
March I - John Lewis "Graphic Novel/Graphic Text" Completed
The Little Prince - Antoine de Saint-Exupery "Personal Choice" Completed
Funny Girl - Betsy Bird "Short Story Collection" Completed
Comment:It would be helpful to distinguish between what you've read already and what you plan to read. In addition, please indicate when you've finished a particular novel, as well as the genre you're attributing it to. Thanks!
I've gone through and added that information :)
Reading for Class #2:
Pre-reading...What is young adult literature?
Young adult literature is a variety of books aimed at readers from ages 12-20. The main characters and themes within the books should reflect experiences of the reader and offer a place for the reader to see themselves reflected in the literature. This also includes the reader being challenged and shown stories and experiences of those different from themselves.
Post-reading...What is young adult literature?
Young adult literature would include any literature that is meant for readers from ages 12-18. It would mostly be literature that is chosen by the reader versus what they're "forced" to read in school or for assignments.
Comment:So, what IS your definition? :) A combination of the two or the latter one or some combination of the two that you have not posted yet?
I guess I would say that young adult literature is "books for anyone interested in reading them. They're usually chosen by the reader and will be able to help the reader understand something or feel a particular thing. The stories have a truth to them and, all at once, mirror the reader's experiences while challenging them to think about things in a new way.
YAL Book Activity #2: Title: City of Saints & Thieves Author: Natalie C. Anderson
I decided to continue reading the book that I chose last week. I didn't get a chance to really read it during the week but as soon as I started to read it again this evening I remember why I enjoyed it so much last week. It's engaging and fast-paced but not too fast. You want to flip page after page and find out what's about to happen. I think the thing that I like the most, though, is the power of the main character. She's tough and brave. She's everything you'd want from a girl who's seen some of the worst life has to offer and has come out on the other side still swinging.
Reading for Class #3:
Reading 1a—Respond to Ch. 11 Bushman & Haas. Consider where you fit in this history as a reader and the implications of this history for you as a teacher. Consider whether this history might warrant you revisiting/revising your definition of young adult literature. If so, provide a revised definition informed by the chapter.
After reading the chapter I don't think my definition would change. However, I definitely see how the literature evolved and how I experienced bits different pieces of it. As a kid, I got lots of books that were going to show me how little girls acted and were expected to be around others. I think as I got older my mom saw this as strange and worked incredibly hard to introduce me to all kinds of books. To be honest, my connection to reading is thanks to my mom. I was read stories every single night and when I was reading on my own she constantly took me to story times at the local library and made sure I was outfitted with a library card ASAP. I think having my own personal relationship with books sets me up to talk to my students from a personal standpoint rather than a lofty one. I can actually connect with them and what they can gain by reading rather than simply saying, "you're going to read because you should and it's what I've told you to do."
Reading 1b—Consider the myths presented here about YAL and whether or not they resonate with your own experience reading YAl. How will you work against these myths as a teacher of YAL?
Reading through the myths in the Wadham & Ostenson article was really frustrating. They focused on three myths: "Young adult literature is not quality literature", "Young adult literature is not complex enough for deep discussion and intricate analysis" and "Young adult literature is not challenging enough for good readers and is better suited to remedial or reluctant readers." Not only do they make no sense but I've been told them as both a student and an educator. I think the myth that frustrated me the most, though, was the second one. By saying that young adult literature is not complex or deep enough to warrant discussions you are negating the very real feelings and experiences of adolescents. The last thing I want to do as an educator is to tell my students that what they're experiencing as an adolescent doesn't matter. I want to try and incorporate as much young literature as I can in my classroom because I figure breaking the stereotypes has to start somewhere. I also want my students to be lifelong reads and the best way to get them started is help them find literature they can connect to.
Comment:Yes, you are on point here! :)
Reading for Class #4:
Reading 1- Write a brief response to the chapter in your YAL Workspace wiki page in which you discuss your takeaway as both a reader, but also as a teacher—what does this chapter offer you/us in terms of thinking about evaluating YA literature?
I didn't away much from the chapter as the reader because it was terminology and things I was taught to look for when I was in school. I also have to frequently implement the tools in grad school. It's definitely a skill that applies past YA literature. Looking through my teacher lens it was really cool. I like how it simply explained and showed how each literary tool and idea is implemented/found.
Reading 2- Revisit your notions of what it means to be multiliterate in light of Alvermann's chapter.
This question was really interesting to me. I'm always working on a similar idea for another class and my understanding is changing every day. I guess being multiliterate is being ready, willing and capable of working with a variety of platforms to understand information. I'm still working on this idea, haha...
Comment:Would be helpful to hear more here... To hear some kind reference to the text itself -- Alvermann provides much to respond to here. Are YOU multiliterate? If so, how?
Yes, I would say that I am multiliterate. I grew up learning from a variety of different media. As a student (in addition to being an educator) I need to be able to access, analyze, evaluate and create in a variety of ways. I think that's what Alvermann is trying to say too. Multiliteracy goes beyond skill and asks that we understand the role in media as well as how it helps us question the things around us and express ourselves. I found the connection between "multiliterate youth in the time of scientific reading" and "digital natives" to be really interesting. I mentioned this in class but even though I think of my students as digital natives they don't know how to do things like "right click" on our Chromebooks. So, it's more complicated than it might seem!
Reading for Class #5:
Reading 1- Discuss your takeaways as both a reader, but also as a teacher—what does this chapter offer you/us in terms of thinking about a place to begin with students and teaching literature to YA? (Consider how you have been asked to respond to the reading you have had to do as a middle, high school, and college student. Has this been consistent or has it varied? Did the grade level affect the type of response required from teachers? What did you think of the type(s) of responses required?)
I would say it's been pretty consistent. Although I think my response writing was really structured. We weren't encouraged to be creative or really pushed to be engaged with what we read. We just had questions to answer after we read and we were supposed to write them in our journals. I do have a few memories of some books that we got into great discussions about but those were with very specific teachers. Overall it wasn't great but there were some standout teachers who tried to break the mold.
Comment:What did those teachers who "tried to break the mold" do? Would you now consider it as reader response? How so or, if not, how would you characterize what they did that was different than a more traditional approach?
The teachers who "tried to break the mold" worked to make reading response interesting. Instead of us just writing to prompts given, we were able to "free write" and my teacher would comment on every single one of our responses. Looking back I didn't think much of it other than it was cool to have a conversation with my teacher this way. Now though I know that it must have taken her so much time to read and write back to every single person. Also, that fact that she trusted us enough or wanted us to think critically or creatively instead of giving us traditional prompts made a big difference in our ability to free write.
I would definitely consider it reader response. We were reading and responding to what we read, we were just doing it in a written "thread" kind of way.
Reading 2- Consider what the essence of understanding is that Keene describes, especially in terms of dimensions of understanding. (Are you aware of the strategies you use to comprehend what you read? Do you remember struggling with texts yourself at any point and/or learning specific strategies to enhance reading comprehension? If so, what are they?)
I really hated phonics as a kid. It used to be my punishment, actually, when I was in elementary school. I don't really think that I'm aware of what I use to be able to understand what I read. My mom read to me a lot as a kid and really encouraged reading so I didn't really struggle with it. I guess the one thing I remember was that I had to take my time when I got confused and to look up words that I didn't know so I would know them for next time. I don't think I struggled with a particular text. There were probably things I didn't understand very well in some books but it wasn't anything that kept me from being able to understand the general idea(s) of the book.
Comment:Did Keene give you any insights for how you get at the essence of understanding when you read? How can you help your own students get at the essence of understanding when they read?
Yes, I think Keene gave some insight as to how I get at the essence of understanding what I've read. I just don't think I really think about it a lot. Maybe that's a good thing though. I've been taught and have properly learned the reading strategies necessary to read and comprehend what I've read. I think I can help my students by showing them these strategies and talking through with them the various ways in which they think they read and understand the content. Honestly, just talking with them would probably provide a lot of insight as to how they currently do things and what they might be open to trying to improve their comprehension.
YAL Blogs Follow-Up- Review the list of YA Blogs on the wiki and choose one to read and review for this week that appeals to you. You can also choose one that is not listed and add it to the wiki page to read and review for this week. (Consider the focus (i.e., a particular type of YAL, if applicable), the writing, the layout and design, the intended audience, purpose, etc., along with whether you would recommend it to others.)
I looked through the YAL Blog Read. Breathe. Relax. I went through the blogs listed on the wiki and wasn't really impressed by most of them. However, this one was really not only visually but content wise. It's designed well for a blog will quality photos and decent UX. What I really liked, though, was the fact that it covered a variety of YAL books. Some of the other sites, although they didn't say they were about one genre, seemed to focus on a certain kind of story. This one seemed to cover more.
URL for the blog? Can link the title above...
I've gone ahead and added the link to the blog title above.
Reading for Class #6:
Readings 1 & 2- Discuss what your experiences were like as a student as prompted above, as well as the ideas these two chapters provide you as a teacher—both in terms of organizing the literacy reading you will have your students engage in, as well as the types of literature you will have your students read.
When I was in middle and high school we read the books chosen by the teacher. We were given the names of the books and had to purchase them before the school year started. We didn't have any say in which ones we read and we always read them as a class. Honestly, I can't remember whether or not they were themed. I don't think they were. I think I would want to have it arranged thematically and a mixture of one book, one class and one book, one student. I definitely want to include YAL in my class because I know my students would love it. I think they should be some traditional Canon but some YAL too. It's all about a healthy balance.
Reading 3- Consider what Probst means by his argument that "literature is an invitation into dialogue"—do you agree? What are your takeaways as a teacher of literature for young adults? What strategies for teaching and talking will you employ yourself?
I would definitely agree with Probst's argument that "literature is an invitation into dialogue." I think that as a teacher, it's my job to use literature to help my students express themselves and draw connections between what they experience in their everyday lives and what they're reading. I would probably work to set up a system where students can talk through their ideas and the bridges they're building between their reading and their lives. This could be verbally as well as written (reading response journals).
Reading for Class #7:
Reading 1- Discuss what your experiences were like as a student as prompted above (consider the types of writing you did for your middle and high school ELA classes. What did you write? Write about? Did you write about the literature you read? If so, what forms did this writing take? Was choice involved?), as well as your takeaways from the chapter from your perspective as an ELA teacher.
Thinking back to my middle and high school classes, I mostly wrote about what I read. The only type of creative writing I remember doing was connected to poetry and some short stories. We always wrote about what we read but there was never any choice involved. We were given a list of questions (unfortunately, I can't remember how many there were) and were asked to answer them in our reading response notebooks. We weren't supposed to write a novel but a paragraph was the minimum we were able to write.
One of my big takeaways from the Bushman & Haas chapter was when it discussed the idea: "the most important way to be a writer is to be a reader." I've heard this said again and again but feel weird about it. Could one of our issues be (in curriculum and instruction) that our students aren't readers because they're not being given choices in the things they read or that they're not engaged with what they're reading? Can we really be so frustrated with how much our students are missing in their understanding of writing when we are cutting them off before they can even get started?
Reading for Class #8:
Reading 1-
(Before Reading) Consider what kinds of language study you experienced in middle and high school—did you study aspects of language in and of itself? Did you study language in the context of the literature you read? If so, what were these experiences like?
This question has been one of the hardest for me to reflect on. The only type of "language" I remember learning is Latin and Greek roots. I don't remember discussing any language in connection with the literature we read. I do remember being told, though, that if I can across a word I didn't know I needed to write it down in my reading response journal and then look up the definition that way when I saw it again I knew its meaning. This was all done independently and I don't remember ever discussing it with my teacher. (After Reading) Note what this chapter offered you in terms of thinking about "the language connection" and how you will plan to make that connection with your own students.
One of my biggest takeaways from this chapter in terms of "the language connection" is the consideration of nonverbal communication. I didn't even think about this when I first started reading the chapter. I was surprised to see it mentioned and then immediately frustrated with myself for not thinking of its connection to language instruction. I think it's a brilliant idea and has real, practical uses for classroom instruction. I have many students who struggle with language because they come from duel language homes. While English may have been their first language it (usually) wasn't their parents. Teaching students about the connection between the written/spoken language and nonverbal communication is a great way of getting them engaged with what they're learning. It's almost like you're teaching them a secret superpower where they can watch how the person says things and the facial expressions they're making to help them determine the meaning of the word. In the chapter Bushman and Haas write, "A study of these areas provides students with realistic settings in which to observe others using language devices or strategies. Becuase language is observed in this way, it becomes alive and has much more meaning for students than in the traditional approaches of language study" (116). I honestly can't think of a better way to describe it.
Reading for Class #9:
Reading 2-
What do Aguilar, Fu and Jago provide us in thinking about how we teach and meet the needs of ELLs?
One of the biggest takeaways from the reading, for me, was the scaffolding necessary when teaching ELL students. The student's native language shouldn't be completely removed from their studies of English but rather used as an aid in learning the new language. It's really important that students spend a lot of time practicing, reading, speaking and writing English while using their native language to help them understand the concepts they're learning/using in the class. Another thing that I think is forgotten about is the respect ELL students should receive. They should be respected no matter their English level. Everyone learns at a different pace and these students are doing a very difficult thing—learning a completely new language! Some students might be ready to read or speak aloud while others aren't. Some students need time to soak in what their classmates are doing and learn from those around them in addition to their formal studies. If a student is insecure or nervous that they will be ridiculed for their pronunciation or accent they are far less likely to speak up. We as teachers need to create a judgment-free environment where we help students feel confident enough to practice and remind them that it's one big learning process.
Reading for Class #11:
Reading 1 (continued from class 10)-
I read chapter 17 titled "The Influence of the Internet and Social Media on Teens' Engagement with YAL" by Melanie Koss. It was AMAZING. The chapter focuses on the connections teachers can create between literature/writing and technology. Within the first paragraph of the chapter it reads, "Ninety-two percent of surveyed teens reported both going online and using social media platforms on a daily basis, and acknowledged that they do engage in literacy practices when doing so" (p. 294) Students are reading and writing, they're just doing it in a way that is incredibly different from how it might have been done in the past. The chapter breaks down connections between literature/writing and the digital world. It makes an effort to address the fact that technology is linked to a student's ability to make personal connections which, of course, is essential. Some of the examples they provide are author websites, blogs and (the big one) social media. Connecting to this, Koss writes "the interactive online environment is engaging to teens as devoted readers become invested in the worlds and characters' lives of favorite books and series. Teen reads want more" (p. 297). Koss really hits it on the head by plainly stating that it isn't that teens/students aren't reading or aren't invested in stories, they're just invested in an online environment. One of my other favorite quotes from the chapter is, "literary practitioners and scholars believe that classroom pedagogies need to change to reflect the digitalization of contemporary society and the interests of teens who are growing up this world. They believe that classroom curricula need to be altered to reflect non-academic, subcultural practices, and fanfiction sites" (p. 304). I think it's the main artery of the whole chapter. Technology isn't going anywhere and it needs to recognized as the tool that it is. We can't continue to say that students aren't reading and they aren't writing we have to say that they are reading and that they are writing they're just doing it digitally and through collaboration.
Reading for Class #13
Reading 1-
Prior to reading, reflect on your own inquiry and research experiences as a student—what were the best and worst experiences you've had? What about them were compelling for you—either in a positive or negative way? After reading, compose a brief reflection of your takeaways from the chapter and be prepared to discuss in class when we meet next. Consider how you might foster "flow" and engagement with students, as well as integrating inquiry-based learning strategies into your teaching of YAL. Before
If I had to reflect on my own inquiry and research experiences as a student that would all be similar. All I can remember is using a computer or a book and researching whatever topic I had either picked from a list a teacher had provided or that a teacher assigned to me. I don't remember finding them particularly compelling because they all followed the same format of looking things up with the help of the internet or a book, creating a presentation (usually PowerPoint) and when writing a paper of sorts on my findings. I definitely wouldn't say that it was a positive experience but, at the time, I didn't see it as negative because I didn't know any better. I just thought that's how inquiry and research worked. Looking at it through a "teacher lense" I definitely see that there were better ways for my teachers to measure my knowledge and understanding without requiring that I make a stupid PowerPoint.
After
I really liked this chapter. I thought the four principles that came from the study's data was particularly interesting. They seem so simple written down—like they're common sense. However, I know that I and others don't successfully implement all four of these principles. All of the principles were great but two that really stuck out to me were "clear goals and immediate feedback" and "immersion in the immediate." Giving immediate feedback that is useful is something I'm trying to get better about. Sometimes I get bogged down by the number of students I have which means my feedback is often given too late. I need to make sure that I give it ASAP so that it bolsters my clear goals I have provided as well as helps the students prepare for the next parts of what I've asked them to do. Making sure to provide fun in the moment tasks as well as showing that the tasks will be useful in the students' future is essential. Adults don't want to do things without knowing why they're doing it. Students are the same way.
Reading 2-
Compose a brief reflection of your takeaways from the chapter and for creating a "pedagogy of confidence" that will empower your underachieving students in the future.
Holy. Crap. I had no idea that 7,000 teens drop out of school on a daily basis in the U.S. I think the "pedagogy of confidence" is brilliant. As described in the book. "Pedagogy of Confidence is based on the fearless expectation that all students will learn. The goal of this pedagogy is a high intellectual performance from our urban adolescents. When teachers practice this pedagogy, they do not doubt the potential of urban adolescents, and they switch their instructional focus from what must be taught to what kinds of teaching will maximize learning" (247-248). Sometimes I'm not sure the best way to help my underachieving but one thing I think I can do ore often is implementing a pedagogy of confidence. I should constantly be thinking that all of my students are high achievers and can do anything they set their mind to.
I'd like to use a Google document as my digital tool to facilitate my YAL reading experience.
Comment: Hey, Kaitlin, Thanks for the link. As you know, you should have at least half of your entries completed by the mid-term. Know that we're approaching the mid-term! Best, Dr. Y
I've been handwriting them as I read and will be typing them up by the end of the week. Thanks for the reminder!
Books I'm including in my YAL list:
Comment: It would be helpful to distinguish between what you've read already and what you plan to read. In addition, please indicate when you've finished a particular novel, as well as the genre you're attributing it to. Thanks!
I've gone through and added that information :)
Reading for Class #2:
- Pre-reading...What is young adult literature?
Young adult literature is a variety of books aimed at readers from ages 12-20. The main characters and themes within the books should reflect experiences of the reader and offer a place for the reader to see themselves reflected in the literature. This also includes the reader being challenged and shown stories and experiences of those different from themselves.- Post-reading...What is young adult literature?
Young adult literature would include any literature that is meant for readers from ages 12-18. It would mostly be literature that is chosen by the reader versus what they're "forced" to read in school or for assignments.Comment: So, what IS your definition? :) A combination of the two or the latter one or some combination of the two that you have not posted yet?
I guess I would say that young adult literature is "books for anyone interested in reading them. They're usually chosen by the reader and will be able to help the reader understand something or feel a particular thing. The stories have a truth to them and, all at once, mirror the reader's experiences while challenging them to think about things in a new way.
YAL Book Activity #2:
Title: City of Saints & Thieves
Author: Natalie C. Anderson
I decided to continue reading the book that I chose last week. I didn't get a chance to really read it during the week but as soon as I started to read it again this evening I remember why I enjoyed it so much last week. It's engaging and fast-paced but not too fast. You want to flip page after page and find out what's about to happen. I think the thing that I like the most, though, is the power of the main character. She's tough and brave. She's everything you'd want from a girl who's seen some of the worst life has to offer and has come out on the other side still swinging.
Reading for Class #3:
- Reading 1a—Respond to Ch. 11 Bushman & Haas. Consider where you fit in this history as a reader and the implications of this history for you as a teacher. Consider whether this history might warrant you revisiting/revising your definition of young adult literature. If so, provide a revised definition informed by the chapter.
After reading the chapter I don't think my definition would change. However, I definitely see how the literature evolved and how I experienced bits different pieces of it. As a kid, I got lots of books that were going to show me how little girls acted and were expected to be around others. I think as I got older my mom saw this as strange and worked incredibly hard to introduce me to all kinds of books. To be honest, my connection to reading is thanks to my mom. I was read stories every single night and when I was reading on my own she constantly took me to story times at the local library and made sure I was outfitted with a library card ASAP. I think having my own personal relationship with books sets me up to talk to my students from a personal standpoint rather than a lofty one. I can actually connect with them and what they can gain by reading rather than simply saying, "you're going to read because you should and it's what I've told you to do."- Reading 1b—Consider the myths presented here about YAL and whether or not they resonate with your own experience reading YAl. How will you work against these myths as a teacher of YAL?
Reading through the myths in the Wadham & Ostenson article was really frustrating. They focused on three myths: "Young adult literature is not quality literature", "Young adult literature is not complex enough for deep discussion and intricate analysis" and "Young adult literature is not challenging enough for good readers and is better suited to remedial or reluctant readers." Not only do they make no sense but I've been told them as both a student and an educator. I think the myth that frustrated me the most, though, was the second one. By saying that young adult literature is not complex or deep enough to warrant discussions you are negating the very real feelings and experiences of adolescents. The last thing I want to do as an educator is to tell my students that what they're experiencing as an adolescent doesn't matter. I want to try and incorporate as much young literature as I can in my classroom because I figure breaking the stereotypes has to start somewhere. I also want my students to be lifelong reads and the best way to get them started is help them find literature they can connect to.Comment: Yes, you are on point here! :)
Reading for Class #4:
- Reading 1- Write a brief response to the chapter in your YAL Workspace wiki page in which you discuss your takeaway as both a reader, but also as a teacher—what does this chapter offer you/us in terms of thinking about evaluating YA literature?
I didn't away much from the chapter as the reader because it was terminology and things I was taught to look for when I was in school. I also have to frequently implement the tools in grad school. It's definitely a skill that applies past YA literature. Looking through my teacher lens it was really cool. I like how it simply explained and showed how each literary tool and idea is implemented/found.- Reading 2- Revisit your notions of what it means to be multiliterate in light of Alvermann's chapter.
This question was really interesting to me. I'm always working on a similar idea for another class and my understanding is changing every day. I guess being multiliterate is being ready, willing and capable of working with a variety of platforms to understand information. I'm still working on this idea, haha...Comment: Would be helpful to hear more here... To hear some kind reference to the text itself -- Alvermann provides much to respond to here. Are YOU multiliterate? If so, how?
Yes, I would say that I am multiliterate. I grew up learning from a variety of different media. As a student (in addition to being an educator) I need to be able to access, analyze, evaluate and create in a variety of ways. I think that's what Alvermann is trying to say too. Multiliteracy goes beyond skill and asks that we understand the role in media as well as how it helps us question the things around us and express ourselves. I found the connection between "multiliterate youth in the time of scientific reading" and "digital natives" to be really interesting. I mentioned this in class but even though I think of my students as digital natives they don't know how to do things like "right click" on our Chromebooks. So, it's more complicated than it might seem!
Reading for Class #5:
- Reading 1- Discuss your takeaways as both a reader, but also as a teacher—what does this chapter offer you/us in terms of thinking about a place to begin with students and teaching literature to YA? (Consider how you have been asked to respond to the reading you have had to do as a middle, high school, and college student. Has this been consistent or has it varied? Did the grade level affect the type of response required from teachers? What did you think of the type(s) of responses required?)
I would say it's been pretty consistent. Although I think my response writing was really structured. We weren't encouraged to be creative or really pushed to be engaged with what we read. We just had questions to answer after we read and we were supposed to write them in our journals. I do have a few memories of some books that we got into great discussions about but those were with very specific teachers. Overall it wasn't great but there were some standout teachers who tried to break the mold.Comment: What did those teachers who "tried to break the mold" do? Would you now consider it as reader response? How so or, if not, how would you characterize what they did that was different than a more traditional approach?
The teachers who "tried to break the mold" worked to make reading response interesting. Instead of us just writing to prompts given, we were able to "free write" and my teacher would comment on every single one of our responses. Looking back I didn't think much of it other than it was cool to have a conversation with my teacher this way. Now though I know that it must have taken her so much time to read and write back to every single person. Also, that fact that she trusted us enough or wanted us to think critically or creatively instead of giving us traditional prompts made a big difference in our ability to free write.
I would definitely consider it reader response. We were reading and responding to what we read, we were just doing it in a written "thread" kind of way.
- Reading 2- Consider what the essence of understanding is that Keene describes, especially in terms of dimensions of understanding. (Are you aware of the strategies you use to comprehend what you read? Do you remember struggling with texts yourself at any point and/or learning specific strategies to enhance reading comprehension? If so, what are they?)
I really hated phonics as a kid. It used to be my punishment, actually, when I was in elementary school. I don't really think that I'm aware of what I use to be able to understand what I read. My mom read to me a lot as a kid and really encouraged reading so I didn't really struggle with it. I guess the one thing I remember was that I had to take my time when I got confused and to look up words that I didn't know so I would know them for next time. I don't think I struggled with a particular text. There were probably things I didn't understand very well in some books but it wasn't anything that kept me from being able to understand the general idea(s) of the book.Comment: Did Keene give you any insights for how you get at the essence of understanding when you read? How can you help your own students get at the essence of understanding when they read?
Yes, I think Keene gave some insight as to how I get at the essence of understanding what I've read. I just don't think I really think about it a lot. Maybe that's a good thing though. I've been taught and have properly learned the reading strategies necessary to read and comprehend what I've read. I think I can help my students by showing them these strategies and talking through with them the various ways in which they think they read and understand the content. Honestly, just talking with them would probably provide a lot of insight as to how they currently do things and what they might be open to trying to improve their comprehension.
- YAL Blogs Follow-Up- Review the list of YA Blogs on the wiki and choose one to read and review for this week that appeals to you. You can also choose one that is not listed and add it to the wiki page to read and review for this week. (Consider the focus (i.e., a particular type of YAL, if applicable), the writing, the layout and design, the intended audience, purpose, etc., along with whether you would recommend it to others.)
I looked through the YAL Blog Read. Breathe. Relax. I went through the blogs listed on the wiki and wasn't really impressed by most of them. However, this one was really not only visually but content wise. It's designed well for a blog will quality photos and decent UX. What I really liked, though, was the fact that it covered a variety of YAL books. Some of the other sites, although they didn't say they were about one genre, seemed to focus on a certain kind of story. This one seemed to cover more.URL for the blog? Can link the title above...
I've gone ahead and added the link to the blog title above.
Reading for Class #6:
- Readings 1 & 2- Discuss what your experiences were like as a student as prompted above, as well as the ideas these two chapters provide you as a teacher—both in terms of organizing the literacy reading you will have your students engage in, as well as the types of literature you will have your students read.
When I was in middle and high school we read the books chosen by the teacher. We were given the names of the books and had to purchase them before the school year started. We didn't have any say in which ones we read and we always read them as a class. Honestly, I can't remember whether or not they were themed. I don't think they were. I think I would want to have it arranged thematically and a mixture of one book, one class and one book, one student. I definitely want to include YAL in my class because I know my students would love it. I think they should be some traditional Canon but some YAL too. It's all about a healthy balance.- Reading 3- Consider what Probst means by his argument that "literature is an invitation into dialogue"—do you agree? What are your takeaways as a teacher of literature for young adults? What strategies for teaching and talking will you employ yourself?
I would definitely agree with Probst's argument that "literature is an invitation into dialogue." I think that as a teacher, it's my job to use literature to help my students express themselves and draw connections between what they experience in their everyday lives and what they're reading. I would probably work to set up a system where students can talk through their ideas and the bridges they're building between their reading and their lives. This could be verbally as well as written (reading response journals).Reading for Class #7:
- Reading 1- Discuss what your experiences were like as a student as prompted above (consider the types of writing you did for your middle and high school ELA classes. What did you write? Write about? Did you write about the literature you read? If so, what forms did this writing take? Was choice involved?), as well as your takeaways from the chapter from your perspective as an ELA teacher.
Thinking back to my middle and high school classes, I mostly wrote about what I read. The only type of creative writing I remember doing was connected to poetry and some short stories. We always wrote about what we read but there was never any choice involved. We were given a list of questions (unfortunately, I can't remember how many there were) and were asked to answer them in our reading response notebooks. We weren't supposed to write a novel but a paragraph was the minimum we were able to write.One of my big takeaways from the Bushman & Haas chapter was when it discussed the idea: "the most important way to be a writer is to be a reader." I've heard this said again and again but feel weird about it. Could one of our issues be (in curriculum and instruction) that our students aren't readers because they're not being given choices in the things they read or that they're not engaged with what they're reading? Can we really be so frustrated with how much our students are missing in their understanding of writing when we are cutting them off before they can even get started?
Reading for Class #8:
- Reading 1-
(Before Reading) Consider what kinds of language study you experienced in middle and high school—did you study aspects of language in and of itself? Did you study language in the context of the literature you read? If so, what were these experiences like?This question has been one of the hardest for me to reflect on. The only type of "language" I remember learning is Latin and Greek roots. I don't remember discussing any language in connection with the literature we read. I do remember being told, though, that if I can across a word I didn't know I needed to write it down in my reading response journal and then look up the definition that way when I saw it again I knew its meaning. This was all done independently and I don't remember ever discussing it with my teacher.
(After Reading) Note what this chapter offered you in terms of thinking about "the language connection" and how you will plan to make that connection with your own students.
One of my biggest takeaways from this chapter in terms of "the language connection" is the consideration of nonverbal communication. I didn't even think about this when I first started reading the chapter. I was surprised to see it mentioned and then immediately frustrated with myself for not thinking of its connection to language instruction. I think it's a brilliant idea and has real, practical uses for classroom instruction. I have many students who struggle with language because they come from duel language homes. While English may have been their first language it (usually) wasn't their parents. Teaching students about the connection between the written/spoken language and nonverbal communication is a great way of getting them engaged with what they're learning. It's almost like you're teaching them a secret superpower where they can watch how the person says things and the facial expressions they're making to help them determine the meaning of the word. In the chapter Bushman and Haas write, "A study of these areas provides students with realistic settings in which to observe others using language devices or strategies. Becuase language is observed in this way, it becomes alive and has much more meaning for students than in the traditional approaches of language study" (116). I honestly can't think of a better way to describe it.
Reading for Class #9:
- Reading 2-
What do Aguilar, Fu and Jago provide us in thinking about how we teach and meet the needs of ELLs?One of the biggest takeaways from the reading, for me, was the scaffolding necessary when teaching ELL students. The student's native language shouldn't be completely removed from their studies of English but rather used as an aid in learning the new language. It's really important that students spend a lot of time practicing, reading, speaking and writing English while using their native language to help them understand the concepts they're learning/using in the class. Another thing that I think is forgotten about is the respect ELL students should receive. They should be respected no matter their English level. Everyone learns at a different pace and these students are doing a very difficult thing—learning a completely new language! Some students might be ready to read or speak aloud while others aren't. Some students need time to soak in what their classmates are doing and learn from those around them in addition to their formal studies. If a student is insecure or nervous that they will be ridiculed for their pronunciation or accent they are far less likely to speak up. We as teachers need to create a judgment-free environment where we help students feel confident enough to practice and remind them that it's one big learning process.
Reading for Class #11:
- Reading 1 (continued from class 10)-
I read chapter 17 titled "The Influence of the Internet and Social Media on Teens' Engagement with YAL" by Melanie Koss. It was AMAZING. The chapter focuses on the connections teachers can create between literature/writing and technology. Within the first paragraph of the chapter it reads, "Ninety-two percent of surveyed teens reported both going online and using social media platforms on a daily basis, and acknowledged that they do engage in literacy practices when doing so" (p. 294) Students are reading and writing, they're just doing it in a way that is incredibly different from how it might have been done in the past. The chapter breaks down connections between literature/writing and the digital world. It makes an effort to address the fact that technology is linked to a student's ability to make personal connections which, of course, is essential. Some of the examples they provide are author websites, blogs and (the big one) social media. Connecting to this, Koss writes "the interactive online environment is engaging to teens as devoted readers become invested in the worlds and characters' lives of favorite books and series. Teen reads want more" (p. 297). Koss really hits it on the head by plainly stating that it isn't that teens/students aren't reading or aren't invested in stories, they're just invested in an online environment. One of my other favorite quotes from the chapter is, "literary practitioners and scholars believe that classroom pedagogies need to change to reflect the digitalization of contemporary society and the interests of teens who are growing up this world. They believe that classroom curricula need to be altered to reflect non-academic, subcultural practices, and fanfiction sites" (p. 304). I think it's the main artery of the whole chapter. Technology isn't going anywhere and it needs to recognized as the tool that it is. We can't continue to say that students aren't reading and they aren't writing we have to say that they are reading and that they are writing they're just doing it digitally and through collaboration.Reading for Class #13
- Reading 1-
Prior to reading, reflect on your own inquiry and research experiences as a student—what were the best and worst experiences you've had? What about them were compelling for you—either in a positive or negative way? After reading, compose a brief reflection of your takeaways from the chapter and be prepared to discuss in class when we meet next. Consider how you might foster "flow" and engagement with students, as well as integrating inquiry-based learning strategies into your teaching of YAL.Before
If I had to reflect on my own inquiry and research experiences as a student that would all be similar. All I can remember is using a computer or a book and researching whatever topic I had either picked from a list a teacher had provided or that a teacher assigned to me. I don't remember finding them particularly compelling because they all followed the same format of looking things up with the help of the internet or a book, creating a presentation (usually PowerPoint) and when writing a paper of sorts on my findings. I definitely wouldn't say that it was a positive experience but, at the time, I didn't see it as negative because I didn't know any better. I just thought that's how inquiry and research worked. Looking at it through a "teacher lense" I definitely see that there were better ways for my teachers to measure my knowledge and understanding without requiring that I make a stupid PowerPoint.
After
I really liked this chapter. I thought the four principles that came from the study's data was particularly interesting. They seem so simple written down—like they're common sense. However, I know that I and others don't successfully implement all four of these principles. All of the principles were great but two that really stuck out to me were "clear goals and immediate feedback" and "immersion in the immediate." Giving immediate feedback that is useful is something I'm trying to get better about. Sometimes I get bogged down by the number of students I have which means my feedback is often given too late. I need to make sure that I give it ASAP so that it bolsters my clear goals I have provided as well as helps the students prepare for the next parts of what I've asked them to do. Making sure to provide fun in the moment tasks as well as showing that the tasks will be useful in the students' future is essential. Adults don't want to do things without knowing why they're doing it. Students are the same way.
- Reading 2-
Compose a brief reflection of your takeaways from the chapter and for creating a "pedagogy of confidence" that will empower your underachieving students in the future.Holy. Crap. I had no idea that 7,000 teens drop out of school on a daily basis in the U.S. I think the "pedagogy of confidence" is brilliant. As described in the book. "Pedagogy of Confidence is based on the fearless expectation that all students will learn. The goal of this pedagogy is a high intellectual performance from our urban adolescents. When teachers practice this pedagogy, they do not doubt the potential of urban adolescents, and they switch their instructional focus from what must be taught to what kinds of teaching will maximize learning" (247-248). Sometimes I'm not sure the best way to help my underachieving but one thing I think I can do ore often is implementing a pedagogy of confidence. I should constantly be thinking that all of my students are high achievers and can do anything they set their mind to.